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Unit 4 Information Technology Reading Club 1 Wearable Technology
（教學設計）
【教學目標】
在本課結束時，學生能夠：
獲取有關“智能手表”的事實性信息，包括主要特點、應用程序及其功能；
總結出產品介紹類廣告文本的結構及語言特點；
【教學過程】
教學目標 教學活動與步驟 設計意圖 評價要點 時間與互動模式
（中文：與具體教學活動和設計意圖對應。體現如何落實目標，如何收集學生學會的證據，證據是什么，如何確保收集到。實現教學評一體化。特別是在實踐應用、思維和遷移創新層面） CW/GW/PW/IW 5’
初步梳理廣告類文本的結構及語言特點。 Step 1 T shows a video advertisement of Huawei GT2 smartwatch and asks Ss two questions: What type of video is it What information have they got from the video Ss may say it is a piece of advertisement video and recall the key information such as 50m waterproof, multimode sports, pulse and so on. 視頻導入，激發學習興趣，同時引出本節課的話題——產品介紹類廣告文本閱讀。 學生能夠說出它的體裁是廣告，記錄并說出視頻中的關鍵信息。初步感知廣告的語言及內容。 2’ CW
Step 2 T tells Ss that by the end of this lesson, they are expected to design and write an advertisement for their ideal smartwatches. 明確學習目標，創設問題情境，引出要解決的問題，激發學習期待。 學生能夠知道最后需要解決的問題。 1’ CW
Step 3 T activate Ss’ previous knowledge about product advertising from the following three aspects: What is the purpose of an advertisement What kinds of information might be included in an advertisement What kind of language style will an advertisement uses Ss may use their previous experience and knowledge to come up with the answers to the above questions and T write down their answers on the blackboard in the form of a mind-map as shown in Mind-map 1. Mind-map 1 激活學生關于產品廣告類文本的已有知識，同時發現未知，為閱讀學習做準備。 思維品質： 培養學生利用思維導圖組織、整合信息的能力。 學生能夠說出關于產品介紹類廣告的已有知識，并在筆記中通過思維導圖將所記錄的信息結構化。 4’ CW
獲取有關“智能手表”的事實性信息，包括主要特點、應用程序及其功能 Step 4 T directs Ss to skim the passage summarize the main idea of this text and its writing purpose. Ss may answer the text introduces a wearable technology—smartwatch fitness tracker from the perspectives of features and apps/functions. Its purpose is to introduce the smartwatch and attract people to buy it. T may take notes of Ss answers on the original mind-map to make it completer and more accurate as shown in Mind-map 2. Mind-map 2 引導學生通過快速閱讀，獲取文章的主要內容及寫作目的，關注文章體裁，了解文章結構，為提取和歸納細節信息做準備。 語言能力： 訓練學生在語篇中提取概括信息的能力。 學生能夠概括并說出文章介紹主要內容及寫作目的，并在筆記中進一步完善之前的思維導圖，形成新的認知結構。 3’ IW/CW
Step 5 T guides Ss to read for more details. Firstly, T asks Ss to read Part 1 of the text and answer two questions: What is special about this watch What the purpose of using three questions in the beginning of the text Ss may conclude that it stresses that this smartwatch is tough, stylish, and easy to use. And the use of three questions is to attract readers’ attention. 引導學生通過精讀，獲取文章的主要事實性信息，借助不同思維圖示完成信息的比較、歸納、和梳理。 思維品質： 培養學生分類和類比的思維能力。 學生能夠在文中畫出并說出描述手表特點的三個形容詞，同時理解并說出三個疑問句使用的目的。 5’ IW/GW
Step 6 T askes Ss to read Part 2 of the text and classify the six features in terms of tough, stylish and easy-to-use, by completing Diagram 1. Diagram 1 Ss may work in groups and discuss with each other to get the answer. 學生能夠完成六個特色的分類并以樹形圖的形式呈現和說出來，需要時訂正自己的錯誤。 8’ IW/GW/ CW
Step 7 T directs Ss to read Part 3 of the text and summarize the function of each app by completing Diagram 2. Diagram 2 Ss may work in groups and discuss with each other to get the answers and then share in the whole class. T listens to Ss’ ideas and make some corrections. The possible answer may as show in Diagram 3. Diagram 3 學生能夠寫出并說出每一個應用程序的功能。 10’ IW/GW/ CW
總結廣告類文本的語言特點 Step 8 T directs Ss to work in groups and summarize the language style of this advertisement and give evidence with the help of Diagram 4. Diagram 4 Ss works in groups to summarize the language style and share their ideas to the whole class. T may take notes and correct some and complete Diagram 4 into Diagram 5. diagram Diagram 5 深度分析語言特點，語境中關注詞匯和語法結構的選擇，以及如何使用文字和非文字手段描述事物特征。 思維品質： 在語言學習的同時，培育學生批判性地審視語篇內容的能力。 學生能夠歸納本文的語言特點，填寫在氣泡圖中并說出來，同時結合文中例子進行解釋說明。 5’GW/CW
Step 9 T directs Ss’ attention to the diverse forms of attributes used in this text and summarize them. T may take notes and add some and finally come to the conclusion as show in Diagram 6. Diagram 6 學生能夠寫出并說出相應定語的形式，并說出文中的實例。 5’ GW/CW
課程總結 Step 10 T guide Ss to have a review with what they have learnt in this lesson with the help of Mind-map 3. Mind-map 3 總結所學內容，建立結構化的知識體系和思維認知。 語言能力： 幫助學生理解宣傳手冊文本的基本格式、結構及語言特點。 學生能夠口頭輸出本節課的學習學習內容，并進一步完善筆記。 2’ CW
課后作業 Ss design and write an advertisement for their ideal smartwatches. 拓展話題內容，鞏固、運用課上所學。 語言能力： 訓練學生在語境中，根據不同主題，運用詞匯及不同定語形式描述特征的能力。 學生能夠運用所學的結構及語言，遷移創新到新的情境中。 IW
附件：
Mind-map 1
Mind-map 2
Mind-map 3

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